EDUC 260: Week 2

1. EDUC 260: Week 2 Instructor: Stephanie T.L. Chu Teaching Assistant: Irina Tzoneva

2. Outline • Guest visitor (re: Co-op) • Administrivia • Course website and syllabus • Review of assignments • Assignment #1 (in-class) • Review of readings • Assignment #2: Joining a Listserv • Introduction to instructional design • For next week

3. Administrivia • Feedback from last week • Student Questionnaire results • Remark about attendance and participation • Questions/comments?

4. Course website and syllabus • Syllabus activities/topics may change; reading responses and assignments will not • More readings to be added (with reading responses) • Changes announced in WebCT • Review of assignments • Questions?

5. Assignment #1 • Perform part A. Show Irina or Stephanie what you have done. (2 marks) • Perform part B by sending the email as indicated. (3 marks)

6. Readings review: Learning theories and their impact Behaviorism • Can only study behaviour, not processes • “Teacher” role (Sage on stage vs. Guide on the Side) • Impact • Writing objectives • Drill and practice

7. Readings review: Learning theories and their impact Cognitive Theories • Need to address “cognition” – how people think • People process information through different systems • Training needed to develop skills • “Teacher” role • Systems that adapt to learning

8. Readings review: Learning theories and their impact Constructivism • Students construct their own sense of the world • Situated, active, socially constructed learning • Scaffolding • “Facilitator” (Guide on the side) • Scenarios, cases, online communities, exploring material

9. Readings review: Learning theories and their impact

10. Readings review: Researching on the web • Search engines perform different types of searches based on how they “index” (e.g. weight or nearness) • Popularity changes over time • Some pages may not be added

11. Issues of vast resources • Sheer size (need to refine searches) • Credibility of content • Accuracy • Screen sites (help direct students to this) • Use of the web is educationally meaningful

12. Advantages for using the web • ??? • More current information • Links to other sites • Multimedia resources

13. Readings review: How technology facilitates constructivism • Repository of information (general and expert) • Online communities (social interaction) • Packaged sources (less online intensive, directs students to specific content) • Use of imagination (tools)

14. Assignment #2 • Review assignment • Start now, due November 6.

15. Instructional design • Definition • A set of systematic procedures for developing teaching materials and setting up learning environments • Links theory with practice in designing effective instruction • Example: a cookbook • There are numerous instructional design models

16. Instructional Design Models • Simplest model: ADDIE

17. Instructional Design Models • Dick and Carey’s Theory Systems Approach Model

18. Instructional Design Models • Kemp’s Instructional Design Plan

19. Note the similarities in process and components

20. More about ID models • ACPDDIE: Analyse, Create, Personalise, Design, Develop, Implement, and Evaluate Resources • ADDIE: http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/ADDIE.pdf • McGriff’s pages on ADDIE, Dick & Carey’s, and Kemp’s Models http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/ISDModels.html

21. For Next Week • Refer regularly to WebCT and Post an introductory message • Try to submit text and a file via the test assignment in Turnitin (closing date Sept. 15) • Read the Healy Interview • Be prepared to start the online discussion for Reading Response #1 • Review information about the Position Paper • Post any questions in the WebCT Q&A

22. Reading Response #1 • Based on the Tiene & Ingram chapters and the Healy Interview. • Online discussion starts next Thursday until the following Tuesday • Initial discussion question posted by Thursday before class